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A Mass Media-Centered Approach to Teaching the Course in Family Communication. INSTITUTION National Communication Association, Annandale, VA

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A Mass Media-Centered Approach to Teaching the Course in Family Communication. INSTITUTION National Communication Association, Annandale, VA DOCUMENT RESUME ED 439 463 CS 510 274 AUTHOR Mackey-Kallis, Susan; Kirk-Elfenbein, Sharon TITLE A Mass Media-Centered Approach to Teaching the Course in Family Communication. INSTITUTION National Communication Association, Annandale, VA. PUB DATE 1997-00-00 NOTE 17p. AVAILABLE FROM For full text: http://www.natcom.org/ctronline2/96-97mas.htm. PUB TYPE Opinion Papers (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Family Relationship; *Family (Sociological Unit); *Films; Higher Education; Mass Media Effects; Mass Media Role; Programming (Broadcast); *Television IDENTIFIERS *Family Communication ABSTRACT Teaching family communication is unique. However, unlike courses in small group and interpersonal communication, which illustrates communication processes in experiential settings, family communication courses cannot create "families" in the classroom. As such, film and television depictions of the family become all the more important in their ability to illustrate key concepts of family communication theory while providing common experiences for classroom discussion. Accordingly, this paper has two purposes:(1) to inform and affirm the ways in which films and television programming can be used to illustrate significant family concepts, relationships, and issues in family communication courses; and (2) to demonstrate how the examination of media families helps students to learn more about culture's representation of this most important social institution. After exploring the impact of mass media portrayals of families, the paper discusses ways in which such films as "Ordinary People," "Terms of Endearment," "On Golden Pond," and "Frances" can be used to teach various family communication concepts and topics. The use of films' and television shows' depictions of the family in a course stimulates students to take a closer look at their own families and themselves, and to understand how mass mediated images of the family shape their own expectations of family life. It is not so much students' tears or laughter after viewing a film that makes one better understand a family concept, but rather their follow-up questions, comments, and related personal stories. Critical analyses of families in film and television gives teachers and students a platform for discussing family life in America and the tools to delve more deeply into mass media portrayals. (Contains 49 references.) (RS) Reproductions supplied by EDRS are the best that can be made from the original document. A Mass Media-centered Approach to Teaching the Course in Family Communication. by Susan Mackey-Kallis and Sharon Kirk-Elfenbein PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) BEST COPY AVAILABLE This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 Points of view or opinions stated in this 1 document do not necessarily represent official OERI position or policy. A Mass Media-centered Approach to Teaching the Course in Family Communication Susan Mackey-Kallis and Sharon Kirk-Elfenbein Copyright © National Communication Association, 1997. All rights reserved. Abstract Teaching family communication is unique. Unlike courses in small group and interpersonal communication, which can illustrate communication processes in experiential settings, family communication courses cannot create "families" in the classroom. As such, film and television depictions of the family become all the more important in their ability to illustrate key concepts of family communication theory while providing common experiences for classroom discussion. Accordingly, this essay has two purposes, to inform and affirm the ways in which films and television programming can be used toillustrate significant family concepts, relationships, and issues in family communication courses and to demonstrate how the examination of media families helps students to learn more about culture's representation of this most important social institution. After exploring the impact of mass media portrayals of families, the essay discusses ways in which such films as Ordinary People, Terms of Endearment, On Golden Pond, and Frances can be used to teach various family communication concepts and topics. A Mass Media-centered Approach to Teaching the Course in Family Communication Family communication has become a growing area of study in the communication field. In the past decade, communication students, teachers, and researchers have become increasingly interested in family communication. Indeed, many scholars focus on marital and family communication as their primary areas of research and teaching (Fitzpatrick & Badinzinski, 1985; Fitzpatrick, 1988; Bochner & Eisenberg, 1987; Gottman, 1982, Raush, et al., 1974, 1979). Universities are also offering more courses on the family and family communication. In the communication field, four textbooks (one forthcoming) have been published in the area of family communication just in the past decade. Growth in the field of family communication has been accompanied by increased interest in the mass media as a source of information about reflections of contemporary American society and the family. For example, a day-long short course entitled "Family Communication Goes to the Movies," was offered at the 1991 National Communication Association Convention and 1991 Eastern Communication Association Convention. Many nationally recognized scholars in the areas of family communication, interpersonal communication, and media criticism attended both sessions. Two questions were continually raised at these meetings. First, unlike courses in small group and interpersonal communication, which can illustrate communication processes in experiential settings, family communication courses cannot create "families" in the classroom. As such, how can 3 film and television depictions of the family be used to illustrate key concepts of family communication theory while providing common experiences for classroom discussion? Secondly, given that the family is the focus of the vast majority of television entertainment programming and of a significant number of American films, how do these representations shape students' perceptions of their own families and family communication in general? Family communication researchers have recently focused on the use of short stories to teach courses in family communication (Long & Grant, 1992). Interpersonalscholars have also examined the use of feature films to teach courses in interpersonal communication (Proctor & Adler, 1991). Although family communication teachers often use film and television (in addition to novels and short stories) to teach courses in family communication, little has been written about this use. Accordingly, this essay has two purposes, to demonstrate how the examination of images of the contemporary media family helps family communication students learn more about culture's representation of this most important social institution and to inform and affirm the ways in which films and television programming can be used to illustrate significant family concepts, relationships, and issues in family communication courses. Exploring the Impact of Mass Media Families In the 1992 presidential elections, family values became a central issue as Vice President Dan Quayle and the fictional character Murphy Brown, from the Emmy award-winning television show Murphy Brown, squared off in a heated debate over the definition of the traditional family. Dan Quayle attacked the sit-com for glamorizing single motherhood by its decision to have Murphy Brown have a baby alone. This resolution, Quayle claimed, was symptomatic of Hollywood's scorn for family values. Murphy Brown quickly responded to Quayle's criticism. In the 1992 one-hour season premiere of Murphy Brown, Murphy hears Quayle's remarks on TV while she tends her baby and responds, "I'm glamorizing single motherhood? What planet is he on? I agonized over that decision." Later in the episode Murphy formally responds to Quayle's charges on her television show, saying, "Perhaps it's time for the Vice President to expand his definition and recognize that whether by choice or circumstance families come in all shapes and sizes. And ultimately, what really defines a family is commitment, caring and love." This battle between a Vice President and a television character should not be lightly dismissed since it highlights three key issues concerning the family in US America: (a) that definitions of the traditional US American family are changing (no matter what Dan Quayle says), (b) that Americans are as concerned as ever about family life, and (c) that the mass media plays a central role in defining the "average" family and in providing a lightening rod for public opinion about this most important of social institutions. The US American family, for example, is experiencing dramatic changes in structure and gender roles. Some statistics about the family illustrate the changes it has experienced in structure. "The incidence of divorce has risen rapidly throughout this century, up 700 percent since 1900....Experts estimate that four out of ten children born in the 1970s will 4 live in a single-parent household for part of their childhood" (Galvin & Brommel, 1986, p. 6). By 1988 only 7% of all US American
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